Information processing
Cognitive information processing theory is a more recent development. It focuses
on memory. The memory consists of three parts: the sensory buffer, the working
memory and the long-term memory.
The working memory is where ‘thinking gets done’. It receives its content from the
sensory buffer and the long-term memory but has a limited capacity for storing
information, a fact that limits human mental processes. The working memory
contains the information that is actively being used at any one time.
The long-term memory is made up of nodes and connectors: the nodes represent
chunks in memory and the links represent connections between those chunks.
Information processing theory emphasises the importance of helping pupils to
memorise content, by connecting new knowledge to what they already know.
Using real-life contexts
Pupils often experience difficulty in relating their learning to what they know about
the world around them. They may also find it difficult to see the relevance of what
they are learning. This creates barriers to both learning and teaching. In
mathematics the use of real-life materials, such as shopping bills, can enhance the
making of these connections and the generation of informal mathematical
knowledge. These materials can be brought to class by the pupils themselves,
furthering involvement in the lesson (Gravemeijer 1997).
It is important to take into account here that using real-life examples is more than
just using words from everyday life in problems that are, as a whole, unrealistic.
Many problems use a contextwhich only at first sight appears realistic. To be
effective, a real-life example needs to connect far more to pupils’ actual experience
(Gravemeijer 1997).
Making connections
A subject already touched on is that of clearly linking different parts of the lesson
and the curriculum. New knowledge needs to be linked to concepts learned earlier
and different parts of the lesson should be linked to each other, to knowledge
learned earlier and to the curriculum. Subject ideas should not be taught in
isolation; a strong focus should be put on the relationship between ideas. This will
enable pupils to be better able to retrieve knowledge from memory and to
understand how the learning in one lesson links to learning in others. These
linkages must be explicitly taught. Teachers can also use questions that ask a pupil
to relate a newly taught concept to a previously learned idea (Hiebert and
Carpenter 1992; Askew et al. 1997).
This means that teachers must themselves be aware of the connections between
different aspects of their subject and the use and application of the subject in
different areas of the curriculum. This highlights the importance of good teacher
subject knowledge – about both the subject itself and its contribution to other
aspects of learning across the curriculum. This is linked to higher pupil achievement
(Mandeville and Liu 1997).
20 | Key Stage 3 National Strategy| Pedagogy and practice
Unit 2: Teaching models
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DfES 0425-2004